PRE-K (Preschool) PROGRAM 22-23
Burlington County Head Start Brochure
504 Plans I&RS (Intervention and Referral Service) Residency
Homeless DCP&P (Educational Stability) ESL
Ms. Sandra Knowles joins the Shamong Township School District as Director of Special Services after serving five years on a Child Study Team as the learning disabilities teacher-consultant for Shawnee High School. Prior to her Child Study Team experience, Ms. Knowles spent nine years as a special education teacher in the Winslow Township School District where she served her students in various special education settings. Her grade level teaching experiences include preschool, first through sixth grades and high school.
Ms. Heidi Fuller earned her Bachelor’s Degree in Psychology from Ursinus College and a Master’s Degree in Education from Temple University. She earned her School Psychologist certification from Temple University as well. She has been a School Psychologist for over 25 years and has worked with students of all ages and abilities. Ms. Fuller is a specialist with training and expertise in psychology as it is applied to education. She collaborates with parents, educators, and community mental health agencies to ensure that every child learns in a safe and supportive environment. She also conducts psychological assessments, which include standardized and functional appraisals of a student’s current cognitive, intellectual, adaptive, social, emotional and behavioral status in the context of his/her environment. Ms. Fuller is an active participant in several committees within our district and recently resigned from the Burlington County School Crisis Response Team after almost 12 years of service.
Ms. Tonia Campbell earned her Bachelor’s DegrSeparatoree in Sociology and Elementary Education Teaching Certificate from Rutgers University and a Master’s in the Art of Teaching from Marygrove College. Most recently, she earned her Learning Disability Teacher/Consultant certification from Rowan University. Ms. Campbell has successfully completed 30 hours of Orton-Gillingham Multi-Sensory Training and has earned recognition as a Wilson Dyslexia Practitioner. Ms. Campbell started her educational career as a fourth grade general education teacher in an inclusion setting for 11 years. She has been a Learning Consultant for the past seven years. The role of a Learning Consultant is unique to New Jersey and functions in the school environment as an educational diagnostician, instructional programmer, and Child Study Team member. Ms. Campbell uses her understanding of classroom functioning, effective teaching and adaptive instruction to help students maximize their learning potential and provide practical assistance to their teachers. She also conducts educational assessments which include both standardized and functional assessments, review of the student’s work samples and the student’s records, classroom observations, interviews of teacher and other relevant parties, evaluation and analysis of the student’s academic performance and learning characteristics. In addition to her daily duties, Ms. Campbell is on the Intervention & Referral Services Committee at Indian Mills Elementary School.
Ms. Olivia Johnson earned her Bachelor’s Degree in Social Work from Eastern University and a Masters in Social Work Degree from Stockton University. Most recently, she became a Licensed Social Worker of New Jersey. Ms. Johnson has diverse career experience in the adoption arena, alternative education setting, and crisis intervention. As a School Social Worker, Ms. Johnson provides unique services to students and their families, helping the students attain maximum benefits from their educational programs. The School Social Worker's knowledge of social, emotional, cultural and economic differences among children and families enable them to be the link between school, family and community. As a member of the educational team, she promotes and supports students' academic and social/emotional well-being. Ms. Johnson conducts social assessments which include an evaluation of the student's adaptive social functioning and emotional development and of the family, social, and cultural factors which influence the student's learning and behavior in the educational setting.
Ms. Dina Cahill joins the Shamong School district after providing over 25 years of service, ranging from early intervention, kindergarten through 8th grade, high school, as well as the geriatric population. She earned her Bachelors of Science Degree from The College of New Jersey, followed by her Master of Arts Degree from West Chester University. Past teaching and clinical background include Special Education Schools, Public Schools, outpatient clinics and subacute/long Term care facilities. These experiences provided Ms. Cahill with a strong understanding/knowledge of communication disorders. She is fluent in diagnostic protocol and treatment of all facets of communication disorders including articulation, language, fluency, voice, swallowing and AAC devices. Ms. Cahill is passionate about helping her students achieve their highest level of communication abilities through fun yet goal-based activities and believes that collaboration between team members is paramount in facilitating success.
Ms. Emily Lepone earned her Bachelor’s Degree in Speech-Language Pathology and Audiology from Towson University and earned her Master’s Degree in Speech-Language Pathology from Nova Southeastern University. She has worked in diverse educational settings while completing school-based externships. Ms. Lepone worked in Maple Shade School District, providing speech and language therapy to students in Kindergarten-6th grade. She continued her externship experience at Bankbridge Development Center with Gloucester County Special Services, working hands-on with a variety of augmentative and alternative communication devices. Ms. Lepone has earned her Certificate of Clinical Competence from the American Speech-Language-Hearing Association. The speech-language therapist’s role on the child study team is to assess speech and language skills and identify students with communication needs. In addition, the school-based speech-language therapist develops and implements IEPs in areas of language, voice, fluency, and articulation.